Distance learning is assuming a greater value in professional training both because of its lower cost compared to face-to-face learning and for the opportunities it provides in periods when trainee displacement is hindered by socio-political or health emergencies (e.g. the recent covid-19 pandemic). Moreover, distance learning allows us to create lasting learning resources that otherwise would not be continuously available for trainees. During recent years, the World Meteorological Organization invested human and financial resources in the development of the Global Campus initiative, which has virtual spaces where learning materials and opportunities are gathered and made available to users. As part of the Global Campus initiative, the Regional Training Center in Italy, with the support of the Italian Ministries of Foreign Affairs, developed several distance learning packages among which the TOPaCS (Training Operational Package For Climate Services) addresses the training needs of Climate Services Professionals in sub-Saharan Africa. TOPaCS builds on the competency-based training approach and on the application of up-to-date training solutions such as the integrated use of different multimedia supports and the use of Open Badges to certify learning. Synchronous distance learning was also tested for teaching soft skills related to climate services communication. This contribution analyzes pros and cons of distance learning approaches, comparing synchronous and asynchronous solutions and their suitability for hard and soft skills teaching. It highlights opportunities and constraints, critical points and key strategic choices in the development of distance learning. The results of the study highlight that flexible solutions and versatile approaches allow personalized training paths according to end-user needs. Asynchronous microlearning (very small units of study) can be helpful in this perspective but it may result in the atomization of the training modules and the fragmentation of education pathways. Synchronous distance learning is often more appropriate for soft skills but requires larger development efforts and more efficient technical solutions (e.g. higher bandwidth), which can be an issue in some developing countries.

Integrated Urban hydrometeorological, climate and environmental Services (IUS) is a World Meteorological Organization (WMO) initiative to aid development of science-based services to support safe, healthy, resilient and climate friendly cities. Guidance for Integrated Urban Hydrometeorological, Climate and Environmental Services (Volume I) has been developed with the intent to provide an overview of the concept, methods and good practices for producing and providing these services to respond to urban hazards across a range of time scales (weather to climate). This involves combining (dense) heterogeneous observation networks, high-resolution forecasts, multi-hazard early warning systems and climate services to assist cities in setting and implementing mitigation and adaptation strategies for the management and building of resilient and sustainable cities. IUS includes research, evaluation and delivery with a wide participation from city governments, national hydrometeorological services, international organizations, universities, research institutions and private sector stakeholders. An overview of the IUS concept with key messages, examples of good practice and recommendations are provided. The research community will play an important role to: identify critical research challenges; develop impact forecasts and warnings; promote and deliver IUS internationally, and; support national and local communities in the implementation of IUS thereby contributing to the United Nations' Sustainable Development Goals at all scales.

In developing countries, and particularly in West Africa, the role of Climate Services (CS) for sustainable development is growing thanks to wide spreading collaboration among European institutions, including National Meteorological and Hydrological Services (NMHS) research centers, universities, and homologue local institutions. Operationally, the implementation of CSs in developing countries is mainly pivoted on NMHS, which, according to the World Meteorological Organization (WMO), are dramatically affected by unmet learning demand. The global scale of learning needs for co-development of CSs calls for innovative solutions and a range of flexible modalities to reach learners in a variety of ways, and for sharing resources and successful strategies within the global education and training community. In order to harmonize expected learning outcomes, WMO defined a competency framework (CF) for CSs to be used in the implementation of training initiatives and knowledge sharing tools. This paper presents the strategic and methodological approach adopted in the implementation of the TOPaCS, a new knowledge-based distance learning initiative, aiming to provide a flexible learning environment within the CSs CF of WMO ensuring coherence with other WMO education initiatives (Global Campus, other RTCs, etc.). The methodological approach adopted is based on the competency-based approach to training, where competencies are composed by elements of knowledge and skill. TOPaCS integrates the WMO CF for CSs into a taxonomy co-designed with stakeholders at different levels, and allows the definition of learning paths, which are a further interactive opportunity for co-development of CSs within the TOPaCS learning ecosystem. Indeed, the approach aims also to guide further instructional strategies and assessments and becomes a starting point to build a common language enabling a better cooperation and exchange between the different CSs training initiatives.

During the World Climate Conference-3, Capacity Development has been acknowledged as a transversal component underpinning all the other Pillars of the Global Framework for Climate Services. Within the Mediterranean basin, the interest of climate services based on seasonal climate forecasts is rising because they provide an opportunity for developing a proactive approach towards water management. In 2014, the Regional Training Center (RTC) in Italy, in agreement with World Meteorological Organization (WMO) and member countries of Region I and VI, identified seasonal climate forecasts as a strategic subject of capacity development for the Mediterranean Region. Following design-based research methods, this paper presents the evolution of the training approaches adopted, from classroom lessons to a blend of practical and theoretical classroom and distance learning. This evolution, as well as the rising satisfaction of trainees' expectations encouraged WMO and the RTC to widen the spectrum of beneficiaries and to make the resulting course materials available for other regions and RTCs as a course package. The course package provides essential guidelines to facilitate adoption and adaptation of the course by different institutions and instructors, including those in other WMO Regions, based on regional or institutional learning needs and standards, while also serving the needs of individual learners.

Bridging the gap between rapidly moving scientific research and specific forecasting tools, Meteorology of Tropical West Africa: The Forecasters’ Handbook gives unprecedented access to the latest science for the region’s forecasters, researchers, and students and combines this with pragmatic approaches to forecasting. It is set to change the way tropical meteorology is learned and will serve to drive demand for new forecasting tools. The Forecasters’ Handbook builds upon the legacy of the African Monsoon Multidisciplinary Analysis (AMMA) project, making the latest science applicable to forecasting in the region. By bringing together, at the outset, researchers and forecasters from across the region, and linking to applications, user communities, and decision-makers, The Forecasters’ Handbook provides a template for finding much needed solutions to critical issues such as building resilience to weather hazards and climate change in West Africa.

Instructional design and technology products result from many options and constraints. On the one hand, solutions should be creative, effective and flexible; on the other hand, developers and instructors need precise guidance and details on what to do during development and implementation. Communication of and about designs is supported by design languages, some of which are conceptual and textual, and others more formal and visual. In this paper we analyze a case in which both a creative solution ("beauty") and clear-cut details ("precision") are sought. To contribute to the final beauty of the product we apply a narrative approach that outlines the general structure of the design solution. To provide the necessary precision, we employ a more formal visual design language to specify design details for development and implementation. We claim that a mix of design languages at different layers of abstraction and formalization can be used effectively as complementary tools for creating aesthetic and successful design solutions through progressive refinement.

This chapter describes an informal visual notation system that can be used by instructional designers in conceptualizing a design for an aesthetic learning experience. It begins by making a case for the importance of aesthetics as a major consideration in designing instruction, distinguishing aesthetic experience from more narrow conceptions of art and aesthetics. Drawing parallels between learning experiences and other narratives, examples of several narrative diagrams used in planning and analyzing fictional narratives are examined. Borrowing strategies from these narrative diagrams, the chapter then proposes the use of engagement curves to help designers more fully consider the aesthetic experience of learners in the design phase of instruction. Several examples of the use of narrative diagrams to analyze existing instructional designs are provided, as well as a demonstration of how an instructional design educator might use a narrative diagram in planning a course on ID models.

This handbook testifies that research on VIDL is lively, and has produced a number of interesting design languages and tools. This chapter wants to support readers in understanding the similarities and differences of some of the VIDL presented in the previous chapters, not in theory, but applying them to a specific instructional design case.

The same qualities that make works of art beautiful, meaningful, or at times even transformative in our lives also underlie our best learning experiences. This study sought to better understand the relationship between art and instruction by looking at how aesthetics underlie the design decisions of teachers and instructional designers. Five instructional designers and teachers were interviewed about a course or online learning product they had recently designed. The interviews explored the design decisions they had made based on how they imagined learners would experience the instruction at its beginning, middle, and ending. Participants discussed the introduction of tension to enhance engagement, worked to achieve a coherent experience for learners through narrative qualities, and demonstrated concern for the immediacy of their learners’ experiences, discussing the expected thoughts and feelings of learners at each stage of the course or module.